Back to the TAMU-T Home Page

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

George J. Parangimalil, Ph.D.

Associate Professor of Sociology & Criminal Justice

 

College of Health & Behavioral Sciences

2600 North Robison Road

Texas A&M University-Texarkana

Texarkana, Texas 75505-5518

(903) 223-3014

 (903) 223-3107 (fax)

george.parangimalil@tamut.edu

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Course Description:

The study of sociology is an exercise to acquire "sociological imagination," a way of thinking that enables individuals to understand how they are affected by social forces. Among the social forces, social stratification is of paramount importance because of its tremendous influence on the life-chances of all individuals. The study of social stratification involves an examination of the historical and contemporary systems of stratification, problems of class and caste, and trends in class system and social mobility.  In addition, it explores the different concepts and theories of social stratification and their global relevance.

 

Specific course objectives: This course will introduce students to sociological analysis of inequality in America. We will explore the social, institutional, and cultural patterns that underlie race, class, and gender inequalities in American society. Specifically, by the end of this course, you should be able to describe and discuss the following: a) the basic concepts of race, class, and gender stratification, b) the role that our social institutions play in class oppression, and c) how a race-, class-, and gender- inclusive framework may be used to analyze social issues.

 

Books and other materials required:

Two books, a text and a reader, will be used in the course. Additional materials include reserve readings and handouts.

Studen t Performance Expectations and Evaluation:

1. Regular attendance and participation in class activities:

Classes consist of lecture and discussion. Students are required to actively participate in class discussions based on the assignments for the day. Bring up issues that intrigue, excite, and motivate you. There may be many, who share your ideas and many who have never heard such ideas before, or you may want to refine what you know already in a group context. The discussions can be successful only with your diligent preparation and active participation.

Discussion sessions: Cooperative exchange among students is an important component of the instructional methods used in this course. Weekly discussion sessions will be held, and each student is expected to participate actively, and in an informed way. Everyone will be given opportunities to make brief presentations based on previously assigned readings and lead the class discussions

Homework assignments: Adequate preparation for class, e.g., completing the readings and assignments by the date listed in the syllabus, is expected. Written assignments are due as directed. Normally they are to be typewritten (or use a word-processor) with double spacing on letter size paper (exceptions will be so announced). Quality, not quantity, is what matters. Due dates are deadlines. Unless a verifiable and valid emergency arises, late works will be penalized/rejected.

Attendance policy: Class attendance is mandatory and attendance will be taken at the beginning of the class. All absences exceeding one week (usually two sessions) will result in lowering of grade. It is the student’s responsibility to acquire all information conveyed during class, whether present or not. That includes assignments and/or changes in exam dates. As the instructor, I reserve the right to make necessary changes in the syllabus, the exams, and the assignments.

Make up policy: Students must take all exams as scheduled. A make-up test will only be issued in cases of a verifiable and legitimate emergency, and must be officially justified.

2. Discussion paper: See the last page for additional guidelines.

3. Exams: There will be three exams which will test your overall understanding of the subject, and cover the text, additional articles, in-class activities, presentations, and lectures.

 

Grading:

Attendance and class participation (20% of the course grade)

Discussion Paper: (20% of the course grade)

Exams (60% of the course grade)

Exam 1: (10% of the course grade)

Exam 2: (20% of the course grade)

Exam 3: (25% of the course grade)

 

Numerical translation of grade levels:

            A = 90-100                  C = 70-79                    F = <60

            B = 80-89                    D = 60 – 69

 

 

 

Guidelines for discussion papers

 

1.      Your paper should be typed double-spaced and it should be no shorter than 8 pages and no longer than 10 pages.

2.      Use the ASA-style (check with library, documents on ASA style and a sample paper are kept on reserve). Your paper has to have at least five references, and they ought to be materials that you use in your paper (NOT copied from some reference lists). You have to find them through actively using either the Sociological Abstracts or the electronic resource databases, both available in the library. You may also want to peruse the instructor’s web site, www.tamut.edu/~parangimalil, which lists a host of resources.

3.      You should not quote others extensively. You may paraphrase others with citation. In writing the paper, try to reduce complexity by being selective, and to enhance comprehension by paraphrasing in your own words.

4.      In evaluating your readings, you should use whatever criteria you find relevant in life in terms of social stratification issues. You may use the following questions as a guideline for your evaluation:

·        Why did you choose this topic and the particular sources and what do they mean to you? Did the sources meet your expectations?

·        What was a new insight for you? Were there passages that were difficult to understand?

·        What were the strengths and weaknesses of the arguments? What would you do differently as a researcher or as the author of on the topic?

·        In which way could findings be applied? If you were to design an intervention program for problems addressed in the article, how would you do it?